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From YouTube: Board of Education Meeting June 2, 2022
Description
The Brentwood UFSD Board of Education is meeting on June 2, 2022. The public session is expected to start at 6:30pm.
To see the agenda please visit https://www.bufsd.org/board-meeting-agenda
A
Mrs
gonzalez
prescott
and
mrs
safiri
thank
you
for
last
year,
when
you
voted
to
extend
my
contract
until
september
of
2023,
as
well
as
the
vote
of
confidence
that
I
can
do
this
work
and
do
this
well
for
the
district
superintendent,
richard
lotion,
our
elementary
superintendent,
mrs
ann
palmer's,
secondary
superintendent,
mrs
wanda
ortiz,
rivera
and
special
ed
services.
Ms
rhonda
young
I'd
like
to
thank
them
for
working
with
me
because
remember
we
are
on
new
ground
new
territory.
A
This
has
never
been
done
in
this
district
before
and
it
has
basically
been
a
smooth
ride.
It
could
have
been
a
whole
lot
of
nonsense,
but
it
hasn't
to
every
principal
department
head.
Mr
kevin
coyne
community
advocates.
Thank
you
for
understanding
the
importance
of
this
work
for
our
children
as
they
graduate
from
brentwood
high
school.
And
finally,
I
would
like
to
thank
god.
I
was
born
in
1950,
I'm
a
child
of
the
civil
rights
era.
A
A
I'm
gonna
pull.
Oh
okay,
can
you
bring
it
over
just
a
little
bit?
Diversity,
equity
and
inclusion
dei
update
brentwood
union
free
school
district
presented
by
miss
betty
f
brown,
green,
ceo
mcmahon,
belgrave
llc
the
ufsd
board
of
educating
meeting
this.
I
thought
it
was
going
to
be
in
may,
but
this
june
2nd
2022.
A
Diversity,
equity
and
inclusion
update
today's
presentation
to
discuss
the
role
as
the
dei
consultant
define
diversity.
Equity
inclusion,
in
other
terms,
provide
historical
context
of
diversity
within
school
districts
throughout
long
island
and
specifically,
the
brentwood
union
free
school
district
outline
the
work
that
has
been
conducted
during
the
2021
and
2022
academic
years
and
submit
recommendations
for
moving
forward
with
this
work
at
the
breckman
union
free
school
district,
a
little
bit
about
me,
36-year
career
in
education,
25
years
in
a
classroom
at
west,
east
and
south
middle
schools.
A
Coordinated
annual
educational
empowerment
sessions
for
first
baptist
church
of
bayshore,
and
what
that
was
is
that
what
we
did
as
a
church
family
right
before
school
started,
we
would
give
supplies
away,
and
I
have
to
commend
mr
ross,
mr
moss,
because
he
just
took
it
over
and
now
it's
a
big,
really
big
thing.
But
we
would
invite
the
five
districts
that
brentwood
was
a
part
of
brentwood
facial,
central
islip
deer
park
and
east
islip
or
west
islip,
and
we
would
invite
them
and
we
would
talk
to
the
children.
A
We
would
have
workshops
for
them.
So
when
they
went
back
to
school
they
would
know
what
would
be
expected.
We
would
also
talk
with
the
parents,
so
they
understood
what
they
were
entitled
to
as
parents,
and
why
was
it
why
it
was
important
for
them
to
participate
in
their
children's
education?
Currently,
I'm
the
president
of
the
mid-island
club
of
the
national
association,
negro
business
and
professional
women's
clubs
incorporated
and
I've
been
honored
by
several
organizations
and
elected
officials
for
community
and
educational
advocacy.
A
Next
purpose
of
dei
work,
I
began
working
with
brentwood,
I
I
it
should
have
said
february.
That's
where
my
contract
was
and
because
of
covert
everything
was
halted,
and
then
we
started
again
in
february
2021
hired
as
a
de
consultant
to
help
bring
district
in
alignment
and
understand
this
is
a
national
work.
This
is
not
just
a
local
work
throughout
the
united
states
of
america,
every
state
is
looking
for
qualified
people
of
color
to
teach
their
children.
A
So
it's
not
just
brentwood,
it's
the
whole
united,
it's
it's
it's
it's
a
whole.
The
whole
united
states,
a
growing
body,
will
reach
search,
finds
that
all
students
benefit
when
their
schools.
Can
you
bring
it
over
just
a
little
bit
please
when
their
schools
implement
strong
diversity,
equity
and
inclusion
policies
and
practices.
A
My
research,
new
york
state
department
of
education,
newsday,
connecticut
department
of
education
and
I
went
to
connecticut
because
they
have
schools
like
brentwood,
and
my
concern
is
what
can
we
use
from
other
districts
that
might
work
for
us
because
we
are
an
individual
okay.
Brentwood
has
its
own
unique
characteristics,
but
what
I
want
to
see
is
what
are
other
school
districts
doing,
and
how
can
we
make
that
work
for
us?
Okay,
thank
you.
A
Next
assess
the
hiring
practice
of
teachers
and
administrators
in
in
in
brentwood
school
district
work
in
conjunction
with
current
buffs
d
leadership,
including
board
of
ed
superintendent
and
union
president,
and
assess
the
process
right.
I
believe
that
we
can
all
work
together
to
get
what
we
need
for
our
children,
because
the
most
important
commodity
that
we
have
in
this
district
is
making
sure
that
our
children
are
educated
and
they
understand
the
importance
of
who
they
are
and
we
want
our
children
to
see.
This
is
my
goal
as
your
diversity,
equity
inclusion
consultant.
A
Because
if
I
see
me-
and
I
can
see
that
person
in
a
higher
position,
then
that
can
make
me
strive
to
do
better,
especially
if
you
come
from
families
who
have
never
seen
anybody
do
any
better.
The
ritman
school
district's
mission
statement
oh
understand
how
olas
can
be
used
to
expand
the
pool
and
pop
pipeline
of
qualified
candidates.
I
went
on
olas,
I
called
olas.
A
Okay,
then,
if
olas-
and
that
is
the
system
that
we
use,
because
it's
part
of
boces,
if
olas,
can
find
us
hard
candidates,
then
if
we
change
the
algorithm
of
what
we're
looking
for,
then
we
should
be
able
to
find
more
diverse
candidates.
The
brentwood
school
district
mission
statements,
the
british
school
district
and
partnership.
A
A
C
A
The
river
school
district
mission
statement,
the
brentwood
school
district
in
partnership
with
our
community,
will
provide
an
exceptional
education,
build
character
and
empower
all
students
to
reach
their
full
potential
as
life
learners.
In
a
diverse
global
society,
it
has
been
a
proven
fact
that
when
children
have
diverse
teachers,
they
get
to
see
a
bigger
portion
of
the
world,
and
that
is
our
goal
to
make
sure
that
all
of
our
children
see
a
representation
of
themselves.
A
Equity
is
promoting
justice,
impartiality
and
fairness
within
the
procedures,
processes
and
distribution
of
resources
by
institutions
or
systems.
Tackling
equity
issues
requires
an
understanding
of
the
root
causes
of
outcomes
of
disparities
within
our
society.
It
is
what
it
is
and
the
best
thing
if
we,
I
always
told
my
children,
to
tell
the
truth.
If
you
tell
the
truth,
I
can
help
you,
but
if
you
tell
a
lie,
I
can't
help
you.
A
A
That
means
we're
moving
forward.
Inclusion
is
an
outcome
to
ensure
those
that
are
diverse,
actually
feel
and
are
welcomed.
Inclusion
outcomes
are
met
with
you,
your
institution
and
your
program
are
truly
inviting
to
all
to
the
degree
to
which
diverse
individuals
are
able
to
participate
fully
in
the
decision-making
processes
and
develop
opportunities
within
an
organization
or
group.
A
A
This
is
the
largest
suburban
district
on
long
island,
probably
fourth
in
the
state
of
new
york.
Wouldn't
it
be
wonderful
that
you
could
come
to
the
brentwood
school
district
and,
like
I
said
before,
every
child
sees
a
representation
of
themselves
implicit
bias,
also
known
as
unconscious
or
hidden
bites.
Implicit
biases
are
negative
associations
that
people
unknowingly
hold.
They
are
expressed
automatically
without
conscious
awareness.
A
Everyone
holds
unconscious
beliefs
about
various
social
and
identity
groups,
and
these
biases
stem
from
one
tendency
to
organize
social
worlds
by
categorizing
in-group
bias.
Favoritism
is
a
tendency
for
groups
to
favor
themselves
by
rewarding
group
members
economically,
socially
psychologically
and
emotionally
in
order
to
uplift
one
group
over
the
other
number
of
communities,
diversity,
equity
and
conclusion
update
contacts,
number
of
communities
across
long
island,
291,
number
of
public
schools
across
long
island,
126
percentages
of
educators
of
color
across
long
island
9.5
nationwide.
A
There
is
a
0.2
of
african
american
males
as
as
educators
brentwood
was
established
in
1857,
originally
called
modern
times.
Brentwood's
first
graduating
class
was
in
1957..
These
are
march
figures.
They
might
have
changed
number
of
students
in
the
brookwood
union,
free
school
district,
eighteen
thousand
three
hundred
and
twenty,
like
I
said
it
might
have
changed
number
of
with
educators
1174..
A
I
got
this
information
from
newsday
bufsd,
educators
by
razer
or
ethnicity,
caucasian
888,
black
or
african
american
30
hispanic,
247,
asian,
nine
native
american
or
indigenous
zero.
I
could
not
find
any
information
concerning
middle
eastern
educators
in
brentwood,
okay,
student
by
racial
ethnic
ethnicity.
A
The
probability
of
a
student
in
school
district
having
the
same
educator
from
the
same
assembler
backgrounds,
are
as
follows
course:
caucasian
75.3,
african-american,
1.6,
hispanic,
1.5,
asian,
zero
middle
eastern
zero
and,
I
forgot
to
add
the
indigenous
which
will
probably
zero
many
children
can
complete
an
entire
k-12
education
in
brentwood
and
never
have
a
person
who
shares
the
same
ethnicity,
a
culture
that
they
are
part
of
participated.
This
is
what
I've
done
so
far.
I
participated
in
over
50
interviews
starting
last
year.
A
I
worked
from
february
until
december,
with
different
for
administrative
and
teaching
positions
throughout
the
district.
I
sat
with
department,
chairpersons
or
heads
of
the
hiring
committee
to
review
resumes,
attended
interviews
for
some
candidates
took
notes
and
when
requested,
provided
feedback
review
the
process
to
determine
what
is
working
well
in
areas
of
improvement,
collaborated.
Okay,
these
are
my
recommendations
again.
If
we
change
the
algorithm
on
olas,
we
should
be
able
to
get
more
diverse
candidates
I'll
end
it
with
that
create
a
more
clear
and
documented
search
process.
A
Back
in
the
day,
it
was
rumored
that
mr
sanderling
edward
sondling,
who
the
high
school
is
named
after,
went
to
local
colleges
in
the
south
to
get
african-american
teachers
we
have
a
network
with
cortland
and
st
jones.
What
I'd
like
to
see
is
do
is
to
develop
a
network
with
old
westbury,
stony
brook
malloy
and
some
of
the
other
colleges,
so
that
we
can
get
a
more
diverse
group
and
I'd
like
to
do
an
implicit
bias,
training
internally
and
to
your
external
stakeholders,
and
there
was
something:
are
there
any
questions?
A
B
A
Thank
you
from
when
I
understand
what
I
did
not
do
is
because
I
wasn't
sure
if
I
could
do
it
and
I
didn't
necessarily
want
to
step
on
anyone's
toes
okay,
I
did
not
call
the
human
resources
department
to
find
that
I
know
we
did
hire.
Last
year
we
have
an
african-american
assistant
principal
over
at
one
of
the
elementary
schools.
I
know
that
our
math
and
science
coordinator
is
african
american.
I
know
that
we
hired
a
young
lady.
A
We
want
qualified,
we
don't
want
to
look
over
qualified
and
qualified
should
be
included.
There
should
be
no
such
thing
if
you're
qualified
give
the
person
an
interview,
but
the
first
thing
we
want
is
qualified.
If
they
meet
the
qualifications,
then
let's
take
it
to
the
next
level.
What
I
can
do
if
you'd
like,
if
I
have
permission,
I
can
call
human
resources,
we
can
get
you
the
exact
number.
Well,
I.
B
A
A
If
I
don't
agree
with
something
I'll
say
it
now,
whether
they
change
it
or
whether
I'm
not
sure,
but
I
certainly
if
I
don't
think
the
person
is
qualified
for
a
position
in
brentwood,
I
will
most
certainly
voice
my
opinion
because
remember
this
is
my
home
too.
I'm
an
educator
and
I'm
still
concerned,
even
though
I
don't
have
any
children
in
school,
I'm
still
concerned
about
the
quality
of
education
and
the
quality
of
educators
that
come
to
the
brentwood
school
district
and
teach
our
children
they're.
A
B
E
B
A
A
E
You
know
what
you
know
if
I
could,
just
if
I
could
so
I
heard
I
heard
an
answer
that
was,
I
heard,
an
answer.
That
was
basically
you
know
when
you
asked
it
a
little
earlier
in
terms
of
yours,
so
she'll
provide
the
input
right,
but
then,
ultimately
it
is
the
group
that
makes
the
decision
on
on
that.
So
I
do.
B
E
E
We
should
have
a
a
base
that
we
are
working
from
and
I
don't
know
if,
if
that
was
something
that
you
looked
at,
but
if
I
was
trying
to
answer
that
question,
I
would
be
looking
for
a
number
of
of
candidates
who
happen
to
be
of
color
that
are
applying
for
the
position.
I
would
want
to
know
of
those
candidates
that
are
that
are
there
for
all
of
the
responses
that
we
want,
that
we've
gotten
how
many
of
those
have
actually
gotten
through
the
vetting
system
and
how
many
of
those
have
been
interviewed.
F
B
A
A
A
A
Five
elementary
schools
have
no
african
american
educators
or
asians
15
of
your
schools
have
maybe
no
multi-racial
educators,
but
I
am
looking
along
with
the
committee
as
an
edu
to
see
if
that
person
is
qualified
to
be
a
part
of
the
brentwood
school
district,
I'm
looking
at
the
skills
that
they
bring,
but
I'm
also
looking
at
other
things.
Okay,
like
I
said
now
that
I
have
permission,
I
can
get
the
exact
numbers
of
who
was
hired
last
year.
I
must
give
the
committee
credit.
I
went
miss
palmer
and
myself.
A
Resumes
now
last
friday,
a
couple
fridays
ago,
all
right
trying
to
get
diverse
candidates.
Brentwood
has
to
also
understand
that
this
is
a
big
trend,
so
brentwood
is
not
the
only
school
district
that
is
looking
for
diverse
candidates,
all
of
the
other
school
districts
on
long
island.
Even
in
florida,
I
was
on
my
facebook
page
broad
county
of
florida.
They
were
offering
first-year
teachers
more
than
they
were
offering
regular.
You
know
a
seasoned
teachers
to
come
down
right
so.
B
F
B
Think
that's
a
very
viable
avenue
to
pursue.
I
did
go
to
school
and
brett
with
myself
and
I
had
quite
a
few.
You
know
this
was
a
long
time
ago,
but
I
had
educators
of
color
when
I
graduated
high
school,
the
assistant
principal
was
a
black
man.
My
guidance
counselor
was
a
black
woman.
My
science
teacher
was
a
black
woman.
B
You
know
like
I
was
exposed
to
that
diversity
and
I
think
that
might
have
been
the
outcome
of
what
you
mentioned
earlier,
that
there
was
an
effort
to
go
out
to
the
colleges
to
recruit
teachers
of
color
to
come
in
so
can
we
do
more
of
that?
I
know
that
you
know
as
part
of
my
work
with
the
long
island
latino
teachers
association.
This
is
where
we're
trying
to
concentrate
our
efforts
as
well
to
build
up.
You
know
the
education
part
and
actually
recruit
from
the
universities
and
create
those
pipelines
that
you
also
mentioned
that.
A
B
E
I
mean
to
this
to
the
point
that
you
were
making
before
julie
was
that
I
think
that
you
know
that
interviews
are
just
part
of
the
process,
but
we
also
want
you
know.
We
want
the
measurable
standards
in
place
so
that
we
can
see
some
kind
of
trend
towards
that
that
success,
that
that
that
we're
defined
in
success
so.
E
We're
looking
at
what
we're
looking
at
is
total
number
of
applicants,
total
number
that
were
vetted.
You
know
applications
that
were
I
mean.
I
think,
that's
just
something
that
that's
not
everything.
I
understand.
That's
not
everything
that
you're
doing,
but
I
I
just
want
to
see
what
the
total
number
of
applications
are,
what
the
total
number
of
interviews
of
those
interviews.
B
There's
one
other
piece
that
I
think
is
important
for
candidates
of
color
that
don't
make
it.
I
would
want
to
know
why,
because
I
think
that
this
can
be
a
very
good
source
of
training
for
us
right.
If
we
find
that
candidates
of
color
consistency
fall
short
in
one
particular
area,
then
that's
something
that
we
can
look
to
kind
of
strengthen
or
that
we
can
maybe
change
the
way
we
look
at
things
or
we're
just
yeah.
E
B
Improved,
I
just
think
it's
worth
taking
a
look
at.
I
also
would
like
to
request
the
screen
that
we
have
more
frequent
conversations
with
you.
I
would
like
to
request
that
we
have
more
frequent
conversations
with
you
so
that
we
can
kind
of
update
as
we
go
and
not
have
to
wait.
I
know
covet
came
and
we
had
a
lot
of
changes,
but
eddie.
A
Not
hard
of
hearing,
but
I
want
to
make
sure
that
tomorrow
morning
I
can
call
the
human
resources
to
get
the
information
yes
or
no.
We're
also
agreeing
that
I
can
reach
out
to
colleges
okay
to
find
out
beside
a
cortland
and
st
joe's.
There
is
a
pipeline
between
cortland
and
st
joe
and
st
jones,
I'd
like
to
reach
out
to
some
of
the
other
colleges
on
long
island,
and
I
will
keep
you
updated
with
the
board
updated
on
everything
that
I
do
again.
A
G
G
G
Miss
ortiz,
miss
palmer,
miss
young
okay,
but
what
I
and
I
and
I
wish
they
were
here,
because
they
could
actually
speak
about
their
relationship
with
betty.
That
is
you
don't
mind.
If
I
call
you
miss,
miss
green,
this
I've.
Just
I
worked
with
betty
for
so
many
years,
so
you
you
know
they
have
worked
out
a
process
to
go
through
resumes.
It
actually
starts
at
it
starts
before
on
olas,
okay,
obviously,
now
everybody
has
to
apply
on
olas,
okay,
you
can't
you
can't
drop
your
resume
off.
G
That's
one
thing
that
I
should
be
clear
about:
we
advertise
for
jobs.
You
can't
come
in
and
drop
a
resume
off
at
this
desk
at
that
desk
and
somebody
walks
it
down,
gives
it
to
hr
and
now
they're
in
the
pipeline.
That
is
not
that's
not
the
way
it
works.
You
have
to
apply
on
olas,
then
on
olas.
What
happens
is
the
hr
departments
they
go
through
and
let's
say
they
are
going
for
an
elementary
position.
Okay
of
second
grade
position.
G
What
olas
does
is
they
go
through
and
they
make
sure
that
the
resume
the
applicant
rather
is
certified
in
that
particular
area
I
mean.
Obviously,
if
it's
science,
it's
a
little
easier
biology.
You
know
math
cetera
but
they're
looking
for
certification
and
believe
it
or
not,
there's
a
lot
of
people
who
apply
for
a
job
and
they
don't
have
the
proper
certifications
once
they.
You
know
again.
G
That
number
then
is
whittled
down
to
a
smaller
number
and
then
what
they
do
is
they
send
the
resumes
up
to
the
different
departments-
and
this
is
where
betty
has
come
in
in
the
last
few
years,
and
it
really
is
wonderful,
okay,
it.
It
was
a
little
rough
in
the
beginning,
because
you
know
we
had
to
coordinate
with
miss
green.
You
know
called
miss
green.
Can
you
make
it
on
a
thursday?
Can
you
make
it
on
friday?
G
Whatever
the
case
may
be,
and
what
happens
is
then
they
would
go
through
the
resumes
I'll
use,
miss
palmer
again,
you
know
so
miss
green
and
miss
palmer
would
go
through
the
resumes
and
what
miss
green
and
miss
palmer
have
done.
For
example,
is
they
now
have
created
a
rubric
and
they
go
through
the
rubric
and
they
assign
points?
G
Okay
and
there's
a
column,
it's
a
rubric
and
it's
almost
like
a
spreadsheet,
so
you'll
have
the
applicant
and
then
they
go
through
and
they
say:
okay,
the
applicant
has
this:
the
applicant
has
that
the
applicant
has
this
or
doesn't,
and
then
they
won't
be
assigned
a
point
and
then
at
right
hand,
side,
it's
totaled
up,
and
then
it's
made
it
very
easy.
They'll
say:
okay,
now
we're
going
to
take
all
the
applicants
with
five
or
more
points
or
four
or
more
points.
So
now,
they've
whittled
it
down
very
fairly.
G
Everybody
has
gone
through
that
process.
Okay
and
what
I
I
love
about-
miss
green
now,
she's,
not
just
working
with
them.
She
met
with
mr
abennis,
the
coordinator
of
of
guidance
met
with
mr
perez,
the
coordinator
of
performing
in
fine
arts.
So
I
and
I
I
love
the
way
really
without
a
lot
of
direction.
G
G
Now
we
we
have
to
do
to
talk
about
how
you
know
now.
Miss
green
is
going
to
interviews
so
after
the
resumes
are,
you
know,
gone
through,
then
they
set
up
interviews.
Now
this
is
where
miss
green
is,
is
really
going
crazy,
because
now
she's
reviewing
resumes
and
she's
trying
to
sit
on
as
many
level
one
committees
as
possible,
which
is
really
you
know.
I
think
she
does
a
remarkable
job.
You
know
because
now
we're
hiding
guidance,
we're
hiring
guidance,
counselors
music
teachers.
G
I
just
mentioned
elementary
we're
going
to
have
bilingual
going
to
have
math
we're
going
to
have
some.
You
know
all
of
these
different
places
and
she
does
try
to
be
on
as
many
of
those
interviews
as
possible
and
I
will
say
that
her
voice
is
valued.
You
know
when
I
spoke
to
the
coordinators
when
I
speak
to
the
assistant
superintendents,
they
value,
you
know
miss
green's
opinion
very
much
and-
and
I
love
that
she's
there,
because
first
of
all
I
have
a
tremendous
amount
of
respect
for
her
as
an
educator,
but
also
she's.
G
Now
you
know
miss
green
is
you
know
like
she
says
she
is
an
educator
first.
So
that's
why?
I
think
everybody
values.
You
know
her
expertise
because
she
does
come
in
and
when
I
talk
to
miss
palmer,
miss
ortiz,
any
of
them
they'll
say
well,
you
know
they
kind
of
all
come
to
an
agreement
as
to
who
the
primary
candidates
are.
I
don't
know
to
this
point
whether
there's
really
been
any
drastic
disagreements.
You
know
through
the
process
which
I'm
happy
about,
because
then
you
know
we're
hearing.
B
That's
the
partners
to
launch
lochner
that
I
was
wondering
about,
so
I'm
going
to
hear
that
that
if
there,
if
there
was
some
kind
of
difference,
you
know
between
what
maybe
miss
green
thought
would
be
a
good
candidate
and
what
maybe
the
rest
of
the
committee
would
think.
So
it
doesn't
seem
to
be
from
what
I'm
hearing
again.
A
Stay
close
again,
I
sit
in
on
the
first
round
of
the
interviews
once
it
gets
to
the
second
round.
Then
I'm
not.
I
don't
sit
in
on
that.
If
I
don't
feel
when
there
was
an
incident
when
I
didn't
feel
the
person
that
they
were
getting
ready
to
put
up
was
qualified,
I
said
it
now
whether
she
got
put
up
or
not.
I
don't
know,
but
if
I
didn't
to
me,
she
didn't
bring
enough
qualifications
to
the
position.
H
H
G
I
will
say
this
miss
green.
I
don't
think
any
candidates
bought
to
me.
Miss
green
disagreed
with
I.
You
know
you
may
not
know
who
you
know
the
final
two
or
three
or
four
candidates
that
come
to
level
two,
but
I
can
say
with
a
fair
degree
of
certainty.
I
don't
think
you
know
any
of
the
assistant
superintendents
have
taken
anybody
to
level
two
that
you
aren't
in
agreement
with
you
might
have
had.
You
know.
I
think
you
know
at
that
point.
B
G
C
G
E
To
the
point,
to
the
point
that
that
miss
holder
is
making
right
in
terms
of
measurable
standards,
that's
probably
something
that
you
might
want
to
consider
that
you
all
should
talk
about,
because
you
you
do
want
to
see
where
your
yeah,
your
your
top
three
or
your
top
two
landed
okay,
and
how
many
of
those
were
higher.
Exactly
so.
That's.
E
What
I'm
saying
is
why
give
her
the
additional
work,
when
that
information
should
be
coming
back
to
her
right
from
this
process
like
so
those
so
those
assistant,
soups
or
anybody
who's
in
the
process
should
be
giving
you
the
the
information
in
terms
of
who's,
moved
on
to
level
two
who
actually
made
the
the
final
cut
and
then
who
was
hired
so
that
you
can.
You
can.
E
G
D
It
has
that
information
that's
provided
to.
I
mean
I
used
to
be
in
the
hiring
committee
before
being
on
the
board
of
education
and
that
information
wasn't
provided
to
us.
I
think
that's
helpful.
You
know
in
regards
to
okay,
you
know
these
are
the
people
that
went
through
the
interview
process.
This
is
the
person
that
made
it
right.
You
know
my
question
to
you.
Betty
is
that
you
know.
D
G
We
we
do
have
a
mentoring
program.
That
actually
is
is
pretty
robust
and
we
do.
We
do
offer
mentoring
even
to
teachers
who
are
in
the
second
third
fourth
year.
We
actually
have
done
it
for
10-year
teachers
who
might
be
struggling.
You
know,
might
have
a
new
course
or
a
new
grade
level,
and
we've
done
that.
But
maybe
you
know
we
can
always
look
to
even
bolster
it
even
more,
because
I.
D
You
know
it's
a
tough,
I
mean
I
do
I
mean,
and
it's
not
it's
just
in
general,
all
over
the
place
that
you
do
see.
You
know
teachers
of
color
that
need
that
extra
you
know
push
or
that
they
feel
you
know
that
they're
actually
leaving
the
teaching
field
because
of
you
know,
for
whatever
reason
you
know,
and
then
my
next
question
is:
are
you
involved
by
any
chance?
I
know
you're
involved
with
the
hiring,
but
are
you
also
involved
with
determination?
D
G
G
We
have
it
on
a
very
you,
know,
informal
basis,
but
we
don't
have
many
teachers
that
you
know
are
leaving
us.
We
do
have
teachers
who
move
on
for
other
positions,
for
instance,
for
example
this
year
you
know
we
did
hire
a
lady
that
we
we
had
such
a
high
regard.
For
you
know
she
was
a
minority
candidate.
She
was
doing
a
terrific
job,
but
left
us
for
an
assistant,
principal
job
and
so
you're
not
going
to
necessarily
do
an
exit
interview.
For
that.
G
H
E
E
I
think
the
exit
interviews
from
the
district
is
a
great
idea
right
and
then
having
that
information
or
having
you
know
that
information
come
back
to.
You
is
certainly
within
the
scope
of
what
it
is
that
we'd
like
to
hear,
because
you
know
you
are
working
for
the
board
and
any
information
that
you
get
that
could
be
shared
would
be
wonderful,
so
I
I
just
you
know.
I
think
that
that's
a
great
improvement.
I.
B
H
B
C
B
B
B
We
are
discussing
it
now,
so
we're
talking
about
exit
interviews
and
my
point,
because
I
know
that
if
you're
not
overwhelmed
now
you
will
be.
You
know
we're
asking
a
lot
of
you
and
I
think
specifically,
our
reason
for
having
a
dei
consultant
is
that
so
that
we
could
strengthen
our
staff
with
teachers
of
color.
B
G
I
also
want
to
let
you
you
folks
know
that
there's
actually
now
two
staff,
members
that
I
would
like
you
know,
miss
green
to
liaison
with
they
also
now
have
a
dei
certificate.
There
are
two
administrators
in
the
district
that
I
think
you
know.
I
only
found
out
a
couple
of
days
ago.
They
have
the
certification,
so
I'd
love
for
them
to
you
know,
liaison
with
miss
green,
and
they
can
talk
about.
You
know
what
they've
learned
their
strategies
and
obviously
they're
administrators,
so
they're
also,
you
know
responsible
for
hiring
as
well.
So
that's.
B
G
So
we're
building
a
team,
we're
building
a
team
I
mean
you
should
know,
there's
a
lot,
a
lot
of
other
things
that
are
obviously
occurring.
We're
building.
You
know
I
I'm
also
very
proud
of
how
many
you
know,
brentwood
grads,
that
we
are
hiring
I.
This
is
just
that
you
know
I
do
disagree
with
the
numbers.
I
know
the
numbers
are
on,
you
know
newsday,
and
I
I
certainly
don't
want
to.
You
know
say
that
it's
you
know
far
different
than
what
you,
because
the
the
message
is
clear.
G
G
E
Include
administrators:
this
is
this
is
strictly
the
teaching
the
teaching
staff
right
exactly.
I
want
to
say
that
that's
kind
of
the
trend
where
so
our
numbers
in
terms
of
administrators
are
are
just
definitely
definitely
much
different
than
what
it
is
that
we
have
in
terms
of
our
teaching
staff.
I
just
wanted
to.
I
just
wanted
to
to
just
you
know,
add
that
you
know,
even
even
within
the
teaching
staff.
You
know
our
just
from
my
visual
observation.
E
You
know
our
teaching
staff
and
those
minorities
that
have
been
identified
are
also,
you
know,
tend
to
tend
to
trend
in
a
certain
direction
like
we
have
a
lot
of
latino
teachers,
because
we
have
such
a
huge
bilingual
department.
You
know
we
have
such
a
huge
need
for
the
esl.
You
know
back
in
the
day,
esl
teachers
were
now
you
know
called
something
else,
but
that
bilingual
department,
so
that
is
where
you're
going
to
find
a
lot
of
those.
E
You
know
latinx,
community
and-
and
I
want
to
say
that
you
know
the
diversity
has
to
extend
across
all
columns.
You
know,
including
the
general
ed
classrooms
that
we
have
in
the
district.
So
you
know
even
within
that
those
numbers,
even
within
the
the
the
the
bar
graph,
that
you
project
it
to
us.
We
we
can
make
some
improvements
and
we
should
make
those
improvements.
E
F
A
Is
again,
this
is
the
national
pro
problem
or
issue.
The
majority
of
teachers
in
america
are
female,
caucasians.
Okay,
that's
the
first
thing.
If
you're
going
to
look
on
olas
and
change
the
algorithm
okay,
then,
like
I
said
I
I
I
called
I
looked,
I
did
my
research
again
change
the
algorithm.
What
are
you
looking
for?
A
A
I
guess
people
of
color.
My
concern
is
the
numbers
that
we
don't
have.
According
to
the
numbers,
I
don't
know
how
many
middle
eastern
educators
we
had.
I
don't
know
how
many
indigenous
educators,
nine
asians,
the
one
thing
I
had
wanted
to
say
to
the
board
12
years
ago,
13
years
ago,
the
majority
of
your
administrators
or
were
caucasian
males
and
females.
A
I
give
you
much
credit
for
diversifying
the
administration
staff,
because
I
grew
up
in
brentwood
was
only
caucasian
males,
okay,
but
you've
done
an
excellent
job
in
diversifying
your
administration.
Now,
I'd
like
to
see
that
come
down
to
the
classroom
because,
as
I
said
before,
one
of
my
goals,
as
your
dei
consultant
is
to
make
sure
that
every
child
feels
comfortable
and
sees
a
reflection
of
himself
working
again
representation
matters.
A
E
So
you
know-
and
I
mean
I
I'm
gonna-
try
to
add
a
little
something
to
that,
and-
and
this
is
this
idea,
this
concept
of
one
of
your
slides
that
referenced,
favoritism,
right
and
favoritism
to
me
is
very,
very
normal.
For
any
group,
you
know
whether
it's
white
black
latino
asian
middle
eastern,
this
idea
that
you
know
that
groups
look
within
their
own
group
for
for
or
their
own
culture.
You
know
their
own
society
for
to
make
these
recommendations
for
for
various
positions,
that's
normal.
That
happens.
E
E
E
C
F
G
F
Right
there
yeah
true
truthfully
for
in
the
in
the
hispanic
latino
community,
specifically
puerto
rican
puerto
ricans,
is
a
ethnicity.
We
don't
consider
ourselves,
white
or
black,
but
we're
puerto
rican.
So
when
you're
asking
us,
if
we
identify
with
black
or
white,
it's
neither
but
we're
forced
to
choose
something
now
right.
Well,.
G
D
F
F
C
F
G
F
This
has
an
irish
language.
Portuguese,
I
mean
you
name
it.
We
have
it,
but
that
that's
what
I'm
saying
it's
like
the
system
is
already
set
up
to
prohibit
us
from
achieving
the
success
that
ms
betty
is
trying
to
achieve.
So
how
do
we
navigate
throughout
this
system,
specifically,
alas,
to
give
us
the
correct
right.
G
Algorithm,
well,
I
think
what
our
goal,
though
you
know
I
mean
we
you're
right,
you're,
pointing
out
the
flaws,
but
we're
still
moving
ahead,
because
I
think
when
we
get
them
in
the
room
and
we're
interviewing
candidates.
Hopefully
we
have
a
large
enough
pool
that
we
do
have
candidates
of
color
and
then
we're
we're
taking
it
from
there
right.
E
But
I
think
I
think
I
think
one
of
the
things
that
I
think
that
one
of
the
things
that
we
can
measure
is-
and
this
goes
back
to
the
point
that
ms
burgos
was
bringing
up
earlier-
is
that
measurable
standard.
So
so
total
number
of
applicants
right
and
those
applicants
that
are
being
vetted.
You
know
how
many
of
those
vetted
applicants
are
interviewed
and
and
if
you're
doing,
if
you're
kind
of
doing
an
informal
evaluation
in
terms
of
those
candidates
and
being
interviewed
right.
E
A
A
Resumes
with
the
rubric
identifying
what
the
the
school
district
needed
and
then
we
went
back
over
it
again
and
if
I'm
right,
we
chose
maybe
20k
18
16
18
candidates,
who
will
be
interviewed.
I
think
this
week
or
next
week,
all
right.
So
it
is
a
process,
but
we
do
want
to.
We
want
our
children
to
see
themselves,
and
this
is
a
diverse
community.
F
A
A
D
A
A
Okay,
according
to
this,
you
have-
and
I
won't
name
the
school
name.
You
have
one
elementary
school
that
has
one
multi-racial
person.
You
have
one
middle
school
that
has
one
multi-racial
person.
According
to
these
stats,
you
have
a
total
of
nine
asians.
You
have
one
school
that
has
one
one
school
that
has
one
one
school
that
has
three
and
one
school
that
has
one
the
rest
have
zero
okay.
E
Any
so
miss
green.
I
I
am
going
to
say
that
I've,
I've
read
a
lot
of
those
newsday
articles
and
a
lot
of
them
quote
the
hofstra
study
that
was
done
about
a
year
two
years,
2019.
yeah
and
that's
and
that's
where
they
get
a
lot
of
information.
That
was
a
very,
very
in-depth
study.
I
mean
I
I
don't
have
the
website,
but
I
know
that
that
study
is
still
available.
A
Was
I
I
downloaded
or
copied
so
that
I
could
be
able
to
sift
through
the
information,
because
I
certainly
didn't
want
to
bring
anything
that
was
not
documented.
So
I
downloaded
the
report
from
new
york
state
with
240
pages.
I
downloaded
the
hospital
report
I
downloaded
from
connecticut
to
see
what
they
were
doing
not
downloaded,
but
printed
all
right
printed.
I
didn't
down
because
I'm
old
school
I
need
to
go
through
with
my
marker
and
everything
else,
all
right.
So
I
did
download
that
study.
I
did
read
it.
A
A
I
read
that
article
last
night.
It
was
a
news
day.
I
think
it
was
like,
may
1st
or
may
2nd.
I
read
that
article
last
night,
where
we
may
need
to
again
grow
our
own
and
there
was
a
young
man
whose
last
name
was
gonzalez,
he's
a
senior.
He
wants
to
become
a
gym
teacher.
He
said
it
said
in
the
paper
I'll
be
back
in
four
years:
okay
and
that's
what
we
want
to
do
we
want
now
you
don't
want
everybody
from
the
district,
but
at
least
50
percent.
A
I'm
just
prejudice
again
against
brentwood,
but
you
want
your
children
to
come
back.
I
was
successful
and
I
promised
my
daughter,
I
wouldn't
tell
any
stories,
but
I
was
successful
as
an
educator
in
this
district,
because
I've
been
here
long
enough
and
if
I
saw
somebody
who
looked
like
somebody
and
they
were
acting
like
they
didn't-
have
no
sense.
I
said:
come
here
baby,
it's
so
so
your
grandma
and
they
go.
A
Do
you
want
me
to
come
to
your
house
and
I'm
as
green?
It's
okay,
because
I'm
from
here
I
understood
the
culture.
Okay,
no
you're!
Not
coming
here.
Acting
like
you
have
no
sense,
and
I
was
hardest
on
the
kids
from
regis
park,
because
that's
where
I'm
from
kids
from
regis
park
didn't
get
away
with
nothing,
because
I
knew
what
they
were
up
against
and
what
they
needed
to
have
in
order
to
be
successful.
A
Okay,
so
growing
our
own,
there's
nothing
wrong
with
that
and
and
bringing
in
other
qualified
people.
I'm
learning
that
new
york
city
does
a
very
different
job
in
educating
the
educators,
in
maybe
long
island
does,
and
we've
gotten
a
couple
really
really
good
educators
from
new
york
city,
because
it's
a
whole
different
mindset.
A
A
A
E
E
You
know
what
I,
if
I
can
just
jump
in
there,
so
so
it's
a
conversation
that
that
miss
green
and
I
had
when
when
she
said
she
was
going
to
present
this
so
so
race
is
just
one
component
of
diversity,
right
we're.
We
are
talking
about
that
right
now
right,
because
that
is
the
topic
of
the
day,
but
diversity
includes
all
those
other
things
that
she
had
mentioned
and
outlined
in
her
report.
E
So
at
some
point
you
know
again,
I'm
sorry
to
jump
in
there
is
is
that
is
that
that
this
this
thing
this
this?
You
know
this
report
this
this
conversation
is
going
to
expand
into
those
areas
and-
and
that
is
where
we
we
hope
to
go
to
look
at.
You
know
what
what
the
male
versus
female,
I
I
think,
miss
green.
You
already
did
some
of
that
research
already.
A
A
A
Okay
and
our
goal,
let
me
reiterate
it
one
more
time.
Our
goal
is
to
make
sure
that
we
have
the
best
possible
staff,
like
I
said
before,
wouldn't
it
be
wonderful,
it
brentwood
school
district
be
known
for
a
whole
lot
of
stuff,
but
wouldn't
it
be
wonderful?
If
we
could
say
we
have
the
most
diverse
qualified
staff
in
the
state,
I
think
big,
not
just
on
long
island
but
in
the
state.
Where
could
our
children
go
if
they
could
see
people?
A
A
A
I
will
be
here,
but
let's
do
that
for
all
of
our
students
so
that
when
they
leave
here,
the
young
man
made
my
heart
feel
good.
He
says
I'm
coming
back
and
that's
what
we
need.
We
need
educators,
young
people
who
are
coming
back,
so
he
said
in
four
years.
I
will
be
back
if
I'm
still
here
in
four
years
and
if
we
see
his
in
fact,
there
was
a
young
lady
today
and
I
won't
give
out
her
name
but
she's,
a
brookwood
high
school
graduate.
A
E
So
I
just
I
just
wanted
to
make
a
comment.
So
some
of
the
things
that
mr
lotion
had
outlined
in
terms
of
you
know
how
this
process
works
are
our
specific
outcomes
right.
It
was.
It
was
the
goal
when
this
board
decided
to
change
the
hiring
policy
to
get
that
that
process
that
mr
oshner
outlined.
You
know
like
I
said
before.
I
believe
that
diversity,
and
all
these
things
that
we
are
you
know
challenging
ourselves
to
do.
E
You
know,
require
intention
right
and
what
we
did
as
a
board,
and
I
think
that
we
should
all
be
very,
very
proud
of
is,
is
you
know
what
we
did
with
that
hiring
policy?
You
know
we.
We
made
the
changes
in
the
hiring
policy
that
I
think
that
you
know
at
least
I
believe,
would
increase
the
chances
of
having
a
diversified
pool.
We
we
did
away
with
that.
E
You
know
perpetual
we're
hiring
for
every
position
all
the
time,
because
I
think
that
it
was
disheartening
for
people
to
you
know
put
in
application,
never
know
what
position
was
was
available.
You
know
it
was
it
was.
It
was,
and
it's
a
point
that
you
know
community
members
have
made
you
know
you
know
we,
we
didn't
know
the
community,
the
people
that
were
looking
for
jobs
didn't
know
what
what
truly
was
available.
E
We
we
made
the
changes
in
the
hiring
policy
so
that
central
administrators
had
a
greater
say
in
terms
of
the
the
the
actual
resumes
that
made
it
down
to
the
building
level.
You
know,
of
course,
with
the
central
administrative
team,
your
input,
so
that
the
process
is
now
interviews.
I
mean
resumes,
come
in
through
olas,
or
at
least
this
is
what
I'm
hoping
that
the
process
is
right,
so
resumes
come
in
through
all
us
all
of
the
resumes.
A
I
haven't,
I
have
probably
been
invited
to
five-
I
don't
know
if
the
other
ones
have
had
to
hire
people
or
not,
but
I've
been
probably
invited
to
five
and
I
won't
say
the
five
that
they
are
and
I
found
I'm
thankful
for
the
principals
who
value
my
opinion,
et
cetera,
et
cetera,
et
cetera,
but
there
are
some
elementary
schools
that
I
have
not
been
in.
I
would
like
to
go
down
and
sit
and
see
what
is
going
on
this.
E
C
B
B
B
G
It
is
you
know,
let
me
just
say
a
couple
of
things
right.
Let
me
get
back
to
that
that
I,
you
guys
should
know-
and
I
think
you
do-
but
it's
it's
obviously
the
time
to
have
this
conversation
that
you
know
since
I've
been
superintendent
and
with
this
board
that
the
hiring
process
has
changed
dramatically.
G
There
are
committees,
although
there
were
committees
prior
to
this,
you
know
me
being
here,
I'm
not
going
to
say
they
weren't,
but
now
every
school
has
a
committee.
Okay,
has
a
hiring
committee
made
up
of
administrators
teachers
and
a
community
member?
That's
every
every
committee,
every
school,
every
administrative
you
know
hire
goes
through
the
the
level
one
level,
two
committee,
as
mr
feliciano
said
too,
we
adjusted
something
this
is.
This
is
actually
has
been
a
dramatic
change.
G
They
come
through
central
administration,
we
vetted
now,
we've
had
it
with
betty
and
then
we
said,
push
it
down
to
the
buildings
and
we
say:
here's
the
body
of
teachers,
here's
the
20
teachers
that
the
elementary
can
hire
or
here's
your
math
teachers
that
you
can
hire
at
the
high
school.
The
reason
I
want
to
bring
this
up
is
because
it
didn't
work
that
way.
G
All
of
the
time
is
that
you
know
taking
the
secondary,
for
example,
which
I
spent
a
long
time.
There
is
that
a
phone
call
could
be
made
or
a
resume
could
be
dropped
off
to
a
department
head
I'm
talking
years
ago
and
now,
okay
wow,
this
is
cool.
Let
me
department
head,
might
interview
that
person
send
it
to
the
principal
here's.
The
principal
might
put
a
little
small
committee
together
and
then
it
goes
up
and
that's
the
way
it
actually
worked.
G
G
Okay,
it
could
be
where
hey
I
let
me
drop
my
resume
off
at
you
know,
I'm
not
saying
it
was.
You
know
unethical.
I
want
to
say
that.
But
let's
let
me
drop
my
resume
off
at
this
person's
desk
and
you
know
it
would
make
its
way
through
the
chain
and
I
think
that's
what
we
wanted
to
change.
You
know
when
we
came
in
so
that's
huge.
Now,
that's
separate
from
I'm
not
talking
about
diversity,
I'm
not
talking
about
hiring.
You
know
black
latino.
G
Why
I'm
talking
about
the
actual
hiring
process
has
changed
dramatically
where
it
is.
You
know,
hr
structure,
third,
floor
vetted
now,
with
betty's
help
vetted
pushed
down
to
the
schools.
You
guys
interview,
this
pool
of
candidates
send
back
up,
and
then
you
know
just
so
you
know
if
it's
on
the
teacher
level,
the
final
hiring
process
goes
back
to
the
assistant
superintendent.
G
They
meet
with
that
candidate.
You
know
before
it
gets
sent
to
me
so
that
process
is
really
something
to
be
applauded
about.
I
mean
it
really
is,
but
a
change,
and
I'm
not
saying
it
was.
You
know
it
was
a
different
way
at
a
different
time,
and-
and
I'm
very
proud
of
that-
and
I
have
to
be
honest
with
you-
the
cabinet
administration-
they
have
bought
all
they've
all
bought
into
it.
Like
this
is
the
way
we're
doing
it
now,
so
everything
is
above
board.
G
G
It
was
a
very
big
accomplishment
right.
You
know,
you
know
they're.
You
know.
I
also
want
to
say
too
that
we
actually
do
hire
a
lot
of
our
our
you
know.
Perm
subs
are
also
brentwood,
you
know
residents
and
graduates,
and
I'm
really
excited
about
that.
So
you
know
that
process,
I'm
very
proud
that
we
have
put
that
in
now.
Getting
back
to
your
question,
I
will
say
that
all
of
the
principals
do
know
that
you
should
be
involved.
Like
I
know
the
high
school
does.
G
I
know
them
elementary
schools
and
I
know
you've
been
involved
in.
You
know
lots
of
that.
I'm
not
making
excuses,
I'm
going
to
find
out
from
miss
palmer
in
terms
of
the
elementary
schools.
You
know
how
we
can
make
sure
you're
involved.
I
will
say
some
of
the
elementary
schools
may
not
last
year
have
hired
a
specific
teacher,
because
what
we've
done
is
we've
actually
collapsed.
Certain
you
know
we
might
take
an
education,
a
general
ed
teacher
from
laurel
park,
because
they
they
don't
have
enough
students
there.
G
So
we'll
ship
that
laura
park
teacher
over
to
you
know
hemlock,
so
hemlock
actually
didn't
hire.
Somebody
I'm
using
an
example
here
and
that
will
they
might
not
actually
have
a
hiring
committee
because
they
actually
had
teachers
shifted
to
them.
So
I'm
not
sure,
like
all
11
elementary
schools
are
all
going
to
hire
teachers
now
the
bilingual
teachers
will.
What
very
frequently
will
happen
would
be.
It
will
be
a
committee
and
some
principles
will
be
on
the
committee.
One
committee
they'll
do
the
interviews
of
the
bilingual
teachers.
G
G
J
D
D
G
Well,
if
you
remember
you
guys
here
as
a
board
actually
have
approved,
you
know
parents
to
be
on
the
committee.
You
know.
I
know
that
that
we've
had
that
discussion
over
the
year.
We
we
have
a
few
parents
that
have
been
part
of
those
committees
that
I've
pushed
out
to
the
buildings
and
that's
who
they're
using.
G
E
I
B
E
B
E
B
I'm
not
saying
that
they
shouldn't
be
robert.
What
I'm
saying
is
that
that
principal
and
those
teachers
and
that
committee
and
that
building
level
should
pick
parents
that
they
feel
are
going
to
be
able
to
pick
teachers
that
they
feel
are
going
to
be
fitting
into
their
school
culture
and
their
school
community.
That's
what
I'm
saying
so
not
to
negate
you
know
whatever
list
any
of
us
give
in,
but
I
may
give
a
name
that
you
know
may
not
be
appropriate
for
whatever
school
is
being
interviewed
at
the
time
and
as
a
parent.
C
E
H
E
E
So,
if
we
are
going
to,
you
know
pick
people
who
are,
at
least
in
my
opinion,
people
who
are
very
similar
in
terms
of
this
this
this
approach,
this
culture,
the
culture
of
the
building,
I
think
that
that
lends
itself
that
may
lend
itself
towards
you
know
you
know
a
less
favorable
outcome
in
terms
of
what
it
is
that
we're
trying
to
accomplish
here.
You
know
the
other
thing.
That's
in
that
policy.
E
That
I
think
is
is
just
really
really
big.
Is
that
you
know
that
idea
that
you
know
that
we
were
able
to
put
in
writing
that
you
know
our
residents,
our
brentwood
grads.
You
know,
you
know,
all
things
being
equal,
you
know
should
be
given
some
some
some
extra
weight
in
terms
of
that
open
position.
You
know
this
idea
of
of
of
seeing
in
the
example
that
you
had
given
the
screen.
Was
you
know,
a
middle
eastern
in
the
life
of
that
child
who's
coming
through
our
school
district?
E
You
know
we
do
have
a
lot
of
middle
eastern
employees
except
they're,
not
teachers
except
they're,
not
teachers.
We
do
have
a
lot
of
you
know
latino
employees,
except
that
you
know,
there's
a
small
group
that
are
teachers.
You
know
a
lot
of
them,
you
know
are
tas
kitchen
workers
and
so
on
and
so
forth.
So
we
you
know
as
a
parent
as
a
father
right
and
because
a
lifelong
resident
of
brentwood
I
want
my
child.
E
I
want
this
this
my
neighbor's
child
to
see
that
person
who's
similar
to
themselves
in
front
of
the
classroom.
You
know
and
I'm
not
trying
to
take
away,
I'm
not
trying
to
diminish.
You
know
those
people
who
have
those
jobs,
but
there
is
an
intrinsic
value
in
what
it
is
that
we're
discussing
right
now,
so
so
that
idea
that
we
were
able
to
put
in
our
policy
and
again,
this
is
something
that
we
should
all
be
proud
of.
E
You
know
that
there
is
an
acknowledgement,
you
know
of
a
applicant
who
happens
to
be
a
brentwood
resident.
You
know
applicant
who
happens
to
be
a
brentwood
graduate.
You
know
I
I
have
to
share
one
of
my
own
stories.
Miss
green
right
only
to
drive
kalia
crazy
right.
I
you
know
when
I
was
growing
up
in
brentwood,
we
did
have
you
know,
teachers
who
were
neighbors,
you
know
and
that
dynamic
has
completely
changed
in
brentwood.
I
think
you
know
to
the
detriment
of
the
community.
E
I
I
want
to
say
that
you
know
this
idea
that
you
know
that
we
would
have
a
miss
green
know
who
my
parents
were
and
when
she
got
home
she
was
gonna
walk
across
the
street
and
tell
on
me
was
was
terrifying.
You
know
that
was
you
know,
and-
and
I'm
just
saying
this
because
you
know
I
also
grew
up
in
regis
park
and
we
were
at
some
point,
probably
neighbors.
You
know
I
don't.
I
don't
know
so
so
this.
E
This
idea
that
you
know
that
we
are
valuing
residents
who
happen
to
be
graduates
at
the
same
time
or
graduates
who
are
residents.
I
think
that
that
is
kind
of
like
one
of
those
missing
ingredients
in
terms
of
you
know
bringing
this
this
community
up
to
the
next
level.
You
know
that
accountability
that
that
idea,
that
you
know
children
are
running
into
their
teachers
or
administrators
at
the
grocery
store,
or
you
know
over
you
know
in
the
local
church.
I
I
just
really.
E
E
Moms,
who
are
teachers,
parents
who
are
teachers
in
our
district
will
not
allow
for
for
failure.
They
will.
They
will
do
everything
to
make
sure
that
this
district
stays
in
that
mode
of
excellence
in
that
thought,
in
that
in
that,
in
that
energy
of
excellence,
and
that's
what
I
believe
you
know
comes
with
this
idea
so
with
that
being
said,
I
mean,
I
think,
that
we
should
all
celebrate
the
policy
that
we
have.
E
This
was
a
group
effort
and
I'm
excited
to
see
what
the
future
holds,
because
I
think
that
this
is
a
really
really
great
start.
Mr
lotion,
I
want
to
give
you
thanks
into
your
cabinet,
because
you
know
this:
doesn't
it's.
This
doesn't
work.
This
doesn't
succeed
without
the
buy-in
of
of
your.
You
know
the
team,
the
central
administrators
team.
You
know
this
communication
that
you
have
and
and
just
wonderful
to
hear
that
that
you
did
acknowledge
that
it
was
a
rough
start,
but
now
that
you're
kind
of
in
a
very
good
rhythm.
B
I
think
also
these
changes
don't
happen
overnight,
and
I
know
you
said
that
yourself
on
screen,
so
I
think
we
should
be
proud
of
our
baby
steps
that
we've
taken
and
those
steps
are
growing
and
I
think
that
that's
something
to
build
on
and
it's
a
natural.
You
know
what
we
did
with
prioritizing.
Perhaps
some
of
our
community
members
fits
into
that
grow.
Your
own
schema,
where
you
know
we
are
encouraging.
B
You
know
our
students
to
go
to
college,
get
trained
and
then
come
back
and
get
hired
and
I
think
that's
a
natural
process
that
does
take
time,
but
we
need
to
emphasize
that
and
really
started.
You
know
at
the
lower
levels
at
the
high
school.
I
will
make
sure
that
we're
encouraging
students
to
join
the
teaching
profession,
yeah.
E
And
you
know,
there's
one
thing
that
I
just
failed
to
mention
is
that
you
know
new
york.
State
has
there's
legislation
before
you
know,
or
in
some
of
the
the
chambers
there
about.
This
idea
of
you
know
having
a
diversity
officer,
making
sure
that
you
know
that
this
is
done
intentionally
and
that
hasn't
you
know
it
hasn't
come
to
fruition
hasn't
passed.
It
hasn't,
you
know,
become
law,
but
here
we
are
as
a
burton
school
district.
You
know
already,
you
know
in
the
second
third
year,
maybe
of
of
this
process.
E
So
that
again,
is
you
know
something
to
be
celebrated.
You
know
it
is
it's
not
going
to
happen
overnight
and
to
ms
burgo's
point.
You
know
this
is
this.
Is
it
took
us
a
long
time
to
get
where
we
are
right?
Now
it's
going
to
take
us
a
long
time
to
get
out,
but
diversity
has
to
be
intentional.
It
has
to
be
yeah,
it
has
to
be
a
goal
to
be
to
to
be
met
and
mr
ocean
again,
I
thank
you
for
your
role.
Thank
you.
Thank.
G
You
it's
been
a
a
great
collaborative
effort
and
you
know
we
are
focused
on
it.
I
mean
we
really
are
in
terms
of
the
the
graduates
I
mean
we
are
see
we
do.
We
do
give
them
consideration
as
a
matter
of
fact
that
rubric
that
ms
green
and
you
know
was
speaking
about
before.
That's
one
of
the
boxes
we
check
off
and
that's
how
you
kind
of
move
along
to
get
higher
points,
the
the
graduates
I
I
love,
hiring
our
graduates
and
I
think
everybody
in
the
district
feels
the
same
way.
I
I
have
a
copy
of
the
proposed
legislation.
That's
sitting
in
the
education
committee
in
new
york,
state
and
part
of
it
has
to
do
with.
They
want
a
diversity
officer
in
every
school
district
in
new
york
state
and
the
fact
that
we
are
ahead
of
the
game
with
that.
We
should
be
proud
of
that
and
it's
hopefully
it's
sitting
in.
As
I
said
in
the
education
committee
and
hopefully,
it'll
be
passed
at
the
next
session.
C
E
K
William
brentwood
resident
former
teacher
here
in
the
district
and
parent
inclusion,
one
of
the
critiques
I
do
have
of
tonight
is
that
this
room
should
have
a
lot
more
people
in
it
and
we
make
a
lot
of
robo
calls
about
other
things.
We
make
a
lot
of
invitations
about
other
things,
the
community
voice,
if
you
really
want
it
to
be
heard,
it
needs
to
be
invited
and
that's
one
of
the
biggest
issues
with
diversity,
equity
and
inclusion
in
brentwood
schools.
K
K
So
I
understand
that
progress
has
been
made
and
believe
you
me.
I
appreciate
the
changes
and
advances
that
have
been
made
in
the
hiring
policy,
but
policy
without
production
is
not
enough
and
there
has
to
be
enforcement
and
there
has
to
be
a
spirit
behind
the
policy
that
makes
it
work,
and
so
without
true
inclusion
of
the
community.
K
You
won't
get
inclusion
of
the
community
in
an
event
like
this.
We
have
a
presentation
and
you
have
a
diverse
community
like
brentwood,
where
people
of
different
races,
backgrounds,
genders
sexualities,
etc
are
living
amongst
us
professions.
Living
amongst
us
could
have
been
in
this
audience,
helping
to
bring
ideas
to
our
diversity
consultant.
E
Mr
mr
moss,
thank
you,
and
you
know
what
you
make
up.
You
make
a
very,
very
good
point,
and
I
I'm
going
to
try
to
combine
that
with
with
with
one
of
the
things
that
I
think
that
we
all
have
to
acknowledge
is
that
miss
green
is
spread
very,
very
thin
and
you're
doing
a
wonderful
job,
but
there
are
so
many
places
to
be
at
the
same
time,
and
as
I
was
sitting
here
listening
to
you,
I
was
like
okay,
you
know:
where
do
we
go
from
here
and
and
miss
green?
E
E
So
if
you
developed
a
relationship
with
ms
greene
in
terms
of
understanding
what
the
process
is
coming
up
with
the
calendar
that
mr
lotioner
would
would
make
available
to
ms
green
and
say
hey,
this
is
what's
happening.
You
know,
you're
doing
this
on
a
volunteer
effort.
I
mean
we
all
are
right.
You
know
these.
These
are
the
interviews
that
are
available
or
that
are
coming
up
in
the
following
week.
E
B
E
No
no,
but
what
I'm
saying
is
is
that
is
that
that
could
be
a
modified
modified,
a
version
of
what
it
is
that
I'm
right
this
all
I'm
doing
is
just
thinking
out
loud.
So
so,
if
that,
if
that
group
of
naacp
members
right
was
presented
as
an
option
for
mrs
green
in
terms
of
making,
you
know
setting
them
forth
as
observers
or,
as
you
know,
participants
in
the
interview
process.
B
Just
a
thought,
all
right,
I
just
don't
want
to
miss
the
point
that
mr
moss
made,
which
I
think
is
very
well
made
about
not
having
adequate.
You
know
announcement
to
the
community
about
this
meeting
and
I
must
say
that
even
we
as
board
members
only
found
out
that
ms
green
was
coming
probably
just
this
week,
so
I
do
think
that
we
need
to
do
better
in
terms
of
you
know
getting
ourselves
together
and
actually
including,
and
I
agree
100.
E
B
E
Yeah,
so
it
wasn't,
there
was
no
intention
to
to
not
give
as
much
announcement
as
possible
it.
Just
this
was
a
workshop.
We
didn't
have
anything
on.
We
thought
it
was
going
to
be
an
early
night,
and
this
was
the
best
available
time
so
but
listen.
This
is
great.
This
is
a
great
start.
I
I
absolutely
love
the
fact
that
we
are
here
we're
meeting
and
that
this
dialogue
is
continuing.
E
G
G
You
know
across
the
spectrum
from
elementary
to
secondary,
so
I
think
miss
green
comes
back.
You
know
now
she
has
a
very
finite
group
of
people
to
take
a
look
at
to
see.
You
know
if
we've
accomplished
or
we've
moved
towards
our
goal
not
accomplish
our
goal,
but
I
really
think
you
guys
should
ask
to
have
miss
green
back
in
september
october,
or
something
like
that
and
really
just
you
know,
just
look
at
this
finite
set
and
see.
You
know
how
we
progressed.
A
One
other
question:
once
a
candidate
has
moved
forward
and
they
have
been
hired,
I'd
like
to
keep
a
record
of
who
has
been
hired,
and
I
don't
know
if
you
can
or
not,
but
why
certain
candidates
were
not
hired,
okay
and
then
the
mentoring
process
to
make
sure
that
those
that
we
hire
are
mentored
in
such
a
way
that
they
want
to
stay
into
education.
And,
yes,
we
are
looking
for
males
of
all
color.
B
A
F
A
Start
at
around
the
mid
80s,
I
don't
know
what
happened
to
the
society
then,
but
you
know
this
is
doable.
Yes,
if
we
work
together
again,
I
want
to
thank
mr
feliciano
and
mrs
moore
for
contacting
me.
This
has
been
as
a
seasoned
woman.
This
has
been
one
of
the
joys
of
my
life
that
I
get
a
chance
to
continue
to
work
in
the
district
that
I
grew
up
in
and
that
I
love
are
there
any
questions.
J
How
y'all
doing
my
name
is
jose,
I'm
a
resident
et
cetera.
You
know
what
everybody
always
so.
First
of
all,
thank
you
all
very
much
for
the
grow.
Your
own
comments,
wow,
I
mean,
I
think
that
goes
a
long
way.
I'm
really
glad
to
see
that
you
know
we're
all
on
the
same
page
with
that,
it's
beautiful
specifically
with
what
miss
felix
said.
I
mean
that's
a
huge
thing
in
my
home,
I'm
sure
it's
the
same
in
hers.
J
J
The
diversity
of
ideas
is
very
important
to
me
in
our
school
district,
probably
more
so
than
color
or
race
or
anything
else.
You
might
have
100
teachers
in
the
same
room.
They
might
all
have
different
colors.
It's
very
strange
that
they
are
diverse
in
their
ideas
or
morals
or
perspectives
of
the
world.
J
So
it
is
nice
that
we're
showing
our
students
someone
of
the
same
color,
but
it's
definitely
not
someone
like
them.
So
I
think
that
diversity
of
ideas
goes
a
very
long
way
and,
lastly,
I'm
a
lover
of
numbers
not
as
much
as
lotioner,
but
I'm
a
lover
of
numbers.
So
I
would
ask
what
percentage
I
know.
Mrs
green
is
stressed,
qualified
and
believe
me,
I
I'm
you
know
we
all.
I
want
qualified
teachers
what
percentage
of
qualified
minority
teachers
are
applying
and
what
percentage
of
qualified
minority
teachers
are
making
it
through.
A
A
A
A
A
B
Want
to
know
that
and-
and
I
think
even
beyond
the
number
is
knowing
what
the
qualifications
were
and
maybe
what
was
missing
if
a
candidate
did
not
move
forward,
because
I
think
that's
very
important
to
know
and
if
we
don't
have
a
way
of
rectifying
that
we
can
communicate
that
to
the
colleges
to
the
hiring
process.
We
can
maybe
try
and
have
some
impact
with
olas.
B
I
do
think
that
we
need
to
give
miss
green
access
to
the
information
she
needs
so
that
you
can
compile
that
information.
Like
you
said
several
times,
I
don't
know.
If
I
can
do
that,
can
we
agree
that
you
know
she
can't
have
access
to
numbers
so
that
you
can
provide
us
with
some
statistical
information.
Is
that
okay,
mr
lorchen
yeah
absolutely.
A
Okay,
like
I
said
this
is
a
new
position.
Okay,
I
didn't
want
to
come
in
like
gangbusters,
because
I
could
have
done
that
too.
I
wanted
to
respect
the
process
so
now
that
we
are
learning
together,
I
will
call
hr
tomorrow,
and
this
is
what
I
need
from
them.
Okay,
how
many
people
were
hired
last
year?
How
many
people
of
color
were
hired?
How
many
females?
How
many
males
young
I
mean
we
can
really
break
it
down
age,
etc.
A
B
B
B
F
K
We
advertise
for
tdas
and
monitors
we
advertise
for
the
professional
positions
that
are
low,
paying
lower
paying
in
this
district,
but
what
we
don't
advertise
is
for
the
teachers
directly
like
in
the
bulletin
going
to
every
house
for
the
administrative
positions,
this,
the
five
and
six
figure,
the
high
five
and
six
figure
salaries
don't
seem
to
get
advertised
directly
to
the
community.
This
has
been
in
a
critique.
This
has
been
a
critique,
not
just
me
saying
it
at
the
microphone.
K
E
So
I
would
encourage
anyone
who's
looking
for
teaching
position
to
first,
of
course,
make
sure
that
they're
registering
with
olas,
because
those
notifications
can
be
automatic
for
certain
school
districts,
and
then
you
know,
you
know
have
that.
You
know
constant.
You
know
vigilance
with
with
people
within
the
district
or
within
the
community,
because
we
are
posting
those
teaching
jobs
on
our
facebook
page.
Ms
green,
I
wanted
to.
I
wanted
just
to
piggyback
on
what
miss
burgos
was
saying,
and
that
is
you
know.
E
E
But
what
I'm
saying
is
that
is
that,
why
not
have
that
be
one
of
those
things,
those
roads
that
you
that
you
travel
down
in
terms
of
you
know
seeing
what
the
outcome
is.
You
know
based
on
what
you've
learned
through
your
own
research.
So
so
do
you
understand
what
I'm
saying
like
so
sure,
so
so
what
what
ms
green
was
saying
is,
that
is
that
look
you
know
there
are
there?
Are
parameters
set
in
olas
in
terms
of
you
know,
narrowing
down
certain
candidates?
E
A
A
Mrs
lions,
to
see
how
she
does
it,
how
she
gets
the
you
know,
what
is
the
information
that
she's
given
so
that
these
numbers,
or
these
people
come
out
and
to
miss
gonzalez
press
card,
we're
facebook
friends?
She
has
been
advertising
the
applications
all
right.
So
thank
you
because
you've
been
putting
it
out
there.
D
I
I
put
it
out
there
for
our
community
too,
to
see
it.
I
also
put
it
out
in
teachers,
groups
that
are
out
there
and
what
I
I
guess.
I
started
the
conversation
in
regards
to
grow
your
own
and
I
guess
there's
they
said:
there's
a
teacher
shortage,
but
the
feedback
I
get
is
there's
no
teacher
shortage.
You
know
no
one
hires
us
within
you
know
we
have
to
go
all
the
way
to
new
york
city
to
go
and
find
a
job.
D
E
You
see
that
goes
to
the
point
that
I
was
saying
you
know
in
terms
of
diversity
needs
to
be
intentional.
So
to
the
point
that
we
were
talking
about
a
little
earlier,
so
we
may
have
you
know
qualified
candidates,
but
sometimes
there's
there's
a
there's:
a
reluctance
to
hire
that
teacher
from
the
city,
because
it's
an
unknown
versus
somebody
that
we
may
somebody
that
we
may
know
through
through
a
somebody
that
we
may
know
through
a
relationship
within
the
building
within
the
district.
You
see
what
I'm
saying
so
so
that
is
where
that's.
A
Right,
you
have
your
favoritism
and
I
am
of
the
mindset
again
the
most
qualified,
so
the
most
qualified
comes
from
the
new
york
city
department
of
education,
even
though
it's
your
friend
or
your
girl
or
your
boy
give
that
person
a
chance.
Let's
see
them
get
to
the
next
level,
they
may
interview
horribly
or
there
may
be
something
about
them
that
doesn't
fit
with
this
district,
but
at
least
give
them
a
chance
to
try.
G
Yeah,
I
just
want
to
just
correct
a
misconception.
We
actually
do
hire
quite
a
few
people
from
the
new
york
city
and
one
of
the
reasons
being
is
they
actually
are
outstanding
at
their
professional
development.
When
you
speak
to
a
new
york
city
teacher,
they
have
a
lot
more.
They
have
a
great
deal
more
opportunities
and
professional
development,
and
we
are
incredibly
impressed.
G
E
A
York
city
teachers
are
different
when
you
look
at
their
qualifications,
a
lot
of
them
have,
as
mr
lotion
has
said,
is
going
through
teacher
training,
et
cetera,
et
cetera.
I
give
you
credit
for
trying
to
change
the
system
all
right,
because
the
system
the
system
has
been
in
place
for
a
long
time,
and
there
are
things
about
systems
that
you
don't
see
that
there's
a
risk
resistance
to
changing.
A
So
I
give
the
burntwood
board
of
education
credit
for
at
least
attempting
to
change
the
system
that
has
been
in
place
for
a
while
to
give
everybody
equal
access.
It's
not
going
to
be
easy,
but
at
least
you're
trying
these
school
districts
on
long
island
who
are
not
going
to
do
it.
Let's
be
honest,
they're
not
going
to
do
it
they're
going
to
continue
to
hire
people
who
look
like
them
and
then
they're
going
to
lie
about
why
they
hired
them.
A
I
J
G
Yeah,
that's
that's
actually
a
great
question.
They
have
and
right
now
you
know
I'll
take
help.
Maybe
mr
mosque
can
help
me,
but
they
have
so
many
different
programs
for
their
teachers.
So
let's
take,
for
example,
on
the
elementary
level.
You
know
when
you
speak
to
an
elementary
teacher
from
the
city
that
they
have
gone
through
various
trainings
in
terms
of
pedagogy.
G
You
know
in
terms
of
the
actual
teaching,
but
then
they
also
have
programs
for
literacy
writing.
Reading
math
and
you
speak
to
them
you're
like
well,
you
know
it's,
it's
really
quite
impressive
and
they're
mandated
you
know
they
have
kind
of
different
set
of
rules
than
you
know.
We
have
out
on
the
island
they're
mandated
to
attend
quite
a
few
of
these
professional
developments
during
their
career,
so
professional
development
is
where
a
teacher
goes
could
be.
One-On-One
could
be
in
a
large.
G
You
know
auditorium
and
they're
getting
training
by
trainers,
they're
getting
trained
by
trainers
professionally,
and
it
could
be
over
the
course
of
a
week.
It
could
be
over
the
course
of
once
a
month
for
the
entire
year,
but
at
the
conclusion
they've
actually
sat
through.
You
know
they
sat
through
professional
development
actually
doesn't
end.
There
too.
I
should
tell
you
that
they
also
have
teacher
trainers,
so
you
know:
we've
actually
hired
quite
a
few
teachers
who
were
teacher
trainers,
so
in
other
words,
there
are
positions
in
new
york
city.
G
Now
we
also
I'm
very
happy
with
brentwood.
I
mean
we
could
always
do
better,
but
we
also
have
professional
development.
Here
we
have
lots
of
courses
for
the
teachers
and
that
they,
you
know
they
really
do
avail
themselves
of
it,
but
the
new
york
city.
I
will
say-
and
I
don't
think
anybody
would
disagree
with
me-
they
have
a
lot
more
opportunities
for
teachers
to
lower
grow
and
learn
the
same
with
administrators.
We've
actually
hired.
Quite
a
few
administrators
too,
from
the
city
and
they're.
G
C
G
G
That
they
have
more,
we
have
a
significant
amount
here,
but
they
have
a
lot
and
they
have
whole
departments
who
are
focused
on
it.
If
you
go
into
brooklyn,
they
have
an
incredible.
You
know,
operation
down
there,
I'm
sure
you
guys
have
all
been
down
there.
It's
it's
really,
that's
where
the
doe
is
headquartered
and
they
have
administrators
and
teachers
on
special
assignment
there
that
really
their
soul.
You
know
their
sole
purpose
is
to
train
teachers
right
and
trained
administrators
right.
G
J
G
What
we
do
do
now,
and
thankfully
you
know
we're
in
a
better
position-
we
do
hire.
You
know
we
are
bringing
in
ptosis
we're
bringing
in
rti
specialists
that
we,
you
know
we're
hiring
four
more
for
the
middle
schools
that
will
give
us
eight
rti
and
those
are
actually
specialists
who
help
students
and
they
also
help
teachers.
Okay,
they
push
into
classrooms.
We
also
are
hiring
more
teacher
trainers.
Next
year
we
have
a
couple
in
the
district,
we're
actually
going
to
be
adding
to
that.
So
I
shouldn't
you
know
downplay
brentwood.
J
K
Piggyback
on
the
pd
and
then
I
have
another
question
about
residency,
so
we're
at
a
diversity,
equity,
inclusion
workshop.
My
question
is:
what
role?
What
kind
of
diversity
equity
inclusion
training
is
actually
happening
for
the
teachers
in
brentwood?
What's
happened
this
past
year
and
what's
going
to
happen
in
the
future,
and
my
other
question
is
about
residency?
K
What
role
does
residency
really
play
in
the
hiring
process
it
was
described
tonight
and
the
hiring
process
was
described
tonight
and
I
really
didn't
hear
how
residency
itself
the,
how
some
you
know
someone's
living
in
the
community.
When
does
that
really
play
a
role
in
the
hiring
process?
And
how
does
it
advance
advantage?
The.
A
Individual
again,
I'm
not
going
to
tell
you
what
department
it
was,
but
we
had
I'm
not.
Nobody
has
ever
said
betty
green
said
anything
but
being
a
resident
being
a
community
member
also
gave
you
an
extra
point
when
it
came
to.
Let
me
say
this
right:
we
saw
the
resident,
we
saw
the
resume,
we
went
through
it
to
make
sure
you
had
the
qualifications.
K
G
A
A
A
Actually
knows
one
point
and
I'm
not.
I
don't
have
the
rubric
in
front
of
me
to
to
right
to
remember
all.
I
know
it's
one
point
for
brentwood.
It
was
graduate
and
community
member
because
you
could
be
a
community
member,
but
not
a
graduate
of
brentwood
high
school.
So
we
gave
you
a
point
for
that
or
you
could
be
a
graduate
of
brentwood
high
school.
It's
brentwood
high
school
graduate
slash
community.
So
it's
only
one
point:
you
get
one.
G
H
A
168
170
resumes,
so
we
had
to
find
the
best
yeah
quickest
way.
The
most
honest
way
to
get
this
done,
so
we
whittled
it
down.
My
suggestion
would
be
that
all
departments
right
use
the
rubric
that
would
make
the
pro
to
me.
That
would
make
the
process
a
bit
more
fair,
yes,
okay,
and
then
we
came
up
with
once
we
reviewed
the
rubric,
I
think
the
highest.
Well,
one
person
got
a
zero
but
the
highest.
A
A
G
Rubric
is
in
place
on
the
elementary,
but
you
know
we
formalized
it,
but
the
columns
that
ms
green's
referring
to
really
have
been
in
place
since
since
miss
green
has
come
on
as
a
consultant,
but
we
just
streamlined
it
to
make
it
a
numerical
value.
We
were
looking
yeah,
oh
no,
we
are
no,
that's
the
intention,
but
we
we
have
been.
You
know
doing
the
things
that
you
know
we
have
been
describing
in
terms
of
looking
at
certain
qualifications.
G
But
now,
if
I
could
answer
the
the
dei-
because
that's
actually
you
know,
we
had
a
presentation
not
too
long
ago
by
dr
leone-
we're
we're
actually
one
of
the
only
districts
or
one
of
the
first
districts.
I
should
say
that
actually
have
a
dei
committee
and
we
began
that
work
this
year.
Actually
we
began
the
exploratory
part
of
it
last
year,
but
this
year
we
have
a
dei
committee
and
the
committee
is
made
up
of
students
which
is
fantastic.
G
G
We've
we've
brought
in
dei
consultants
where
they
meet
with
this
committee
and
we're
putting
together
and
we're
gonna
have
a
presentation,
not
you
know
too
long
to
the
future.
We
put
together
our
goals
because
you
don't
want
to
just
jump
into
this
thing
without
discussing
the
goals
and
what
we've
done.
I'm
very
proud
of
the
work
that
dr
leone
and
everybody
on
the
committee,
I'm
also
on
the
committee.
What
we've
done
is
we've
had
these
out
just
fantastic
discussions
and
the
kids
have
been
involved.
G
We
have
lots
of
parents
that
are
on
it,
they've
been
terrific,
we
have
the
teachers
and
you
know
cross-section
of
teachers
and
administrators.
It's
really
been
wonderful
and,
like
I
said
we
have
speakers
in
that,
have
been
really
you
know
spot
on
in
terms
of
their
education
of
us,
and
I'm
really
happy
about
that.
Mr.
E
If
I
would,
if
I
could
just
take
a
moment
to
just
expand,
I
I
so
on
that
note
of
training
I
would
I
would
want
to
know
what
training
are.
Is
the
district
providing
to
combat
those
issues
on
one
of
the
miss
green
slide
that
referred
to
in
the
the
implicit
bias
you
know
so
sometimes
sometimes
we
don't
people
aren't
aware
that
you
know
what
they
are
doing
or
the
attitude
or
their
maybe
their
train
of
thought
is,
is
a
bias.
E
You
know
the
idea
that
you
know
you
you
don't
understand.
The
dialect
might
be
slightly
different,
but
then
there's
a
preconceived
bias
against
that
that
dialect,
what
it
may
sure
so
so
you
know
are,
are
we?
Are
we
taking
a
proactive
approach
and
what
is
in
place
for
that
kind
of
training
so
that
we
are
aware
of
that.
G
Right
well,
I
just
discussed
the
committee
just
so
that
the
district
level
committee,
so
I
I
could
explain
that
I
think
it
has
been
explained
to
the
community,
but
I'm
explaining
it
there
it
here
now,
but
we've
also
had
speakers
in
to
the
administrators
we've
actually
had
and
where
this
implicit
biases
have
been.
You
know
spoken
to
spoken
about.
Discussions
have
been
made.
It's
also
been
brought
to
faculty
meetings
as
well,
where
it's
been
presented
to
the
faculty,
so
there
is,
has
been
ongoing
training
about
these
issues.
G
My
point
is
that
those
trainings
have
taken
place
and
now
we're
going
to
go
a
step
further
with
this
district
level
dei
committee
and
a
rollout
of
our
goals
next
year.
So
no,
you
know
there
has
been
professional
development
again
jose.
That's
part
of
some
of
the
training
that
we've
brought
in
dei
consultants.
G
D
J
G
Palmer
says
it,
you
know
400
times
a
day,
and
now
I
can't
remember
what
rice
stands
for,
but
some
of
the
modules
are
exactly
what
you're
speaking
about
mr
moss,
that
there
are
diversity,
equity
and
inclusion
modules
that
we
again
we
bought
this
in
last
year
and
teachers
are
signing
off
when
they
go
through
the
modules,
so
that
is
has
been
part
of
our
training
as
well,
and
it
thank
you
for
reminding
me.
It
is
an
online
right.
We
have
just
so
many
different
things,
but
the
rice
I
wish
I
could
remember.
B
B
B
G
They
do
the
module.
If
you
remember
this
board,
we
had
quite
a
bit
of
discussion
last
year.
I
think
we
had
to
table
it
before
we
actually
got
some
clarity.
It's
a
professional
development
that
we
bought
in
and
it's
all
of
the
teachers
have
to
go
through
it.
It's
actually
been
outstanding
in
terms
of
helping
focus,
our
faculty
meetings,
so
each
one
of
the
buildings
are
dedicating
once
a
month.
They
dedicate
you
know
a
faculty
meeting
to
one
of
these
modules.
Now
they
we're
all
doing
it's
slightly
different.
You
know
some.
G
E
E
L
L
L
L
L
E
L
E
E
L
L
E
Any
other
questions
comments
concerns,
so
the
one
thing
that
I
just
want
to
end
this
with
is
that
about,
I
don't
know,
miss
moore
seven
years
ago.
Maybe
we
were
talking
about
huge
transition
period
in
the
brentwood
school
district
and
at
the
time
I
don't
even
know
how,
many
years
ago
it
was,
but
at
the
time
there
was
an
estimate
that
brentwood
was
going
to
transition
and
that
there
was
going
to
be
a
huge
number
of
teachers
that
were
going
to
retire.
E
I
think
the
number
was
was
at
some
point,
seven
or
800
teachers
who
were
going
to
become
of
age
to
retire
and
they
were
expecting.
The
district
was
expecting
that
this
was
going
to
happen
over
a
you
know,
few
years,
I
think
that
we
may
be
in
you
know
in
in
year.
You
know
four
of
that.
You
know
so.
Basically,
the
point
that
I'm
trying
to
make
is
that
is
that
we
are
in
transition
right
now
we
have
huge
blocks
of
teachers
that
are
retiring
or
who
will
be
retiring
soon?
E
E
You
know
fact
or
not
odd
idea
that
we
have
so
many
retirees
within
a
limited
number
of
years.
So
the
point
is,
you
know,
let's
make
sure
that
we
maintain
this
as
a
priority.
Let's
make
sure
that
we
give
this
the
emphasis
that
it
deserves
and
and
I'm
excited
to
see
what
you
know
what
the
future
holds
for
for
brentwood
to
each
and
every
board
member.
I
thank
you
for
all
of
your
efforts,
mr
lotion,
again
to
you
and
your
your
cabinet
on
behalf
of
the
entire
board
of
education.
E
You
know
we
appreciate
everything
that
you
are
all
doing.
No
thank
you
and-
and
we
should
be
proud
of
where
we
are
because
this
is
absolutely
to
miss
green's
point.
This
is
pretty
unusual
for
a
district
in
suffolk
county
to
be
doing
at
such
a
aggressive
rate.
So
thank
you
to
all
the
community
members
who
are
here
because,
although
you
were
a
few,
you
were
had
some
really
spot
on
questions
and
I
think
that
you
represented
the
community
very,
very
well.